The case of the day school cannot be so summarily dismissed. At a first sight indeed it appears to possess all the advantages and none of the disadvantages of a Public School. A boy acquires _esprit de corps_, but is saved from wild partisanship. He strengthens the qualities of courage and independence as fully as he would at a Public School, and the home influence is maintained. His moral lapses, if any, are likely to be occasioned by the attractions of the other sex. My friend, Mr. Oscar Browning, has indeed often assured me that the day school is the only possible solution of the difficulty, and in a symposium on the English Public Schools he wrote that 'House rivalries and the overwhelming importance of house matches cannot exist in day schools where boys live with their families, nor is school life likely to be so communal.' Many other educational authorities, whose testimony one must respect, have expressed their faith in day schools. Certainly the claim of the day school must be carefully examined. And it is with diffidence that I approach the task. At most boarding schools the day boy is looked down upon. For some obscure reason the day boy always seems to be inferior to the boarder. He is rarely prominent in games or work. One ceases, indeed, to regard him as a member of the school. He comes into form, he writes his prose, he attends corp parade, he plays his games. But, at six o'clock, when the bell rings for tea and the intimate life of the day begins, he collects his books and hurries across the courts and passes into another life. The period between lock-up and lights out is in retrospect the most charming part of the day. The troubles of the day are over. Lessons have to be prepared in prep., but they will not be heard till the next morning. Time enough to worry about that after breakfast. It is after tea that one packs twelve people into a study measuring eight feet by four and discusses the prospects of the house in the Two Cock, the 'latest case,' and Evans's chance of getting into the Fifteen. Prep. is but a pause in the discussions of these momentous trivialities. After prayers there is an hour in which to brew coffee and renew the endlessly attractive conversation. These are the times of friendship and good feeling, and they are lost to the day boarder. Like the new boy, he is outside the life of the school. He moves in a different environment; he has different interests, he cannot enter into the eager loyalties and aversions of house politics. In a school such as Clifton, where there are a large number of day boys, the position is, of course, different. The day boy there occupies a definite social status. Instead of being attached to a house for games, he is grouped into that sector of the town in which he happens to live. His friends are leading much the same life as he is. But it can scarcely be denied that the day boarder loses a great deal of the charm of a communal life.